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<p style="text-align: justify;">Student dropout, defined as the temporary or definitive suspension of the exercise of the right to education, is attributable to multiple variables classified into individual, academic, institutional, and socioeconomic determinants which may be exacerbated in the context of the Coronavirus disease (COVID-19) pandemic. Consequently, this work aims to synthesize, from the available evidence, the behaviour and influence of the explanatory variables of school dropout in infant school, primary school and, high school in Colombia for the period 2014-2019 compared to the period 2020-2021 under the COVID-19 pandemic conditions. The research methodology consisted of a systematic review of 125 indexed articles for 2014-2019 and 32 reports related to dropout in Colombian Basic education for the 2020-2021 period. The systematic review of the 157 articles revealed that dropout was studied and explained in both time periods, mainly from the academic determinant whose most cited explanatory variables were: ‘teachers’, ‘curriculum’ and ‘methodologies used’. Moreover, it could be perceived that in the period 2014-2019, the socioeconomic variable was the second dropout determinant, considering ‘family income” as the most important indicator, while in 2020-2021 the “infrastructure” and the ‘political environment’ remained as the most dominant. Lastly, in 2020-2021, the variable ‘teachers’ was highly cited showing that their practice made students maintain their interest despite the physical distance.</p>

Our objective is to analyze the cultural actions and practices subjects use to reconstruct their memories in contexts of violence, and identify the political use of their memory as political resistance in spaces for the daily, the intimate, the familiar or the communitarian. This work is a qualitative research which used case studies because of its focus on this matter and because it addresses the significance of an experience based on systematic analysis of the same phenomenon. The techniques used to collect data were bibliographic and documentary research and in-depth interviews. We identified four experiences creating spontaneous altars in the city of Medellin, Colombia, which were a mural listing dead people, a graffiti paying homage to two dead female students, an altar to the Virgin to remember the victims of a massacre and a Calvary to bury the dead remains of a murdered son. We opted for micro-stories to comprehend the political sense of returning to everyday matters after facing violent situations. The spontaneous altars are mourning rituals in a public space created as a reply to deaths they deemed unjust. They are forms of non-institutional political actions whose aim is to highlight what happened, express people's indignation and avoid recurrence. In the cases studied, we confirmed that in the creation of altars, they expressed a narrative of mourning which demands for the recognition of their loss.

Este trabajo documenta la investigación ejecutada en el Instituto Técnico Nacional de Comercio, en Cúcuta, Colombia, con estudiantes y docen-tes de noveno grado, cuyo propósito fue caracterizar el estado actual de la eva-luación y su relación con el desarrollo de las competencias cognitivas entre los educandos, para diseñar una propuesta que ayude a mejorar los procesos de enseñanza y aprendizaje referidos a evaluación y competencias cognitivas. Así, la investigación sugiere aplicar todos los tipos e instrumentos de evaluación, según se requieran, de acuerdo con el tiempo, el lugar, el tipo de estudiantes y el tipo de conocimientos por evaluar, con el fin de desarrollar de una misma manera y a un mismo nivel las competencias cognitivas, interpretar, argumentar y proponer.

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